Any announcement of a review into education, health or social care services typically evokes mixed emotions, from optimism to cynicism and everything in between. Why? Well, there have been many that have resulted in recommendations that rarely lead to significant and enduring change.

It is hard to argue with the good intentions that prompt such reviews. However, it seems that implementation presents a Herculean challenge that sees our national to-do list lengthen while frustrations grow and good faith wanes.

Doubtless, there are many reasons why this happens: lack of resources, uncertainty as to what needs to happen to enact recommendations and short-term thinking all come to mind.

However, I want to focus on what I consider to be one of the most important aspects of any review, and that is frankness, or a willingness to point to the elephant in the room, or calling it out. Whichever way you describe it, unless the population who are the focus of the review see their experiences reflected in the outcome, it could be argued that the process has failed.

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This certainly cannot be said of the recently published review of additional support for learning. Review chair Angela Morgan has given voice to a number of known truths that, until now, have not been given the recognition or the platform they deserve.

The truth about additional support for learning

In this thorough and inclusive review, the known constraints of resources and the impact of austerity are discussed, but the issues of culture, values and relationships dominate.

Culture isn’t bought, it is built. This will take strong and bold leadership at every level with systemic support. Children and young people with additional support needs (ASN) and their families need to feel the change. This makes the fact that this report was published without fanfare and very little, if any, mainstream media attention all the more disappointing. It is difficult to imagine that a report of this nature focusing on Scottish education in general would be met with such insouciance. Indeed, it serves to reinforce the issues of inequality articulated in the review.

The experiences of children who do not feel welcome or wanted in their schools make heartbreaking reading. This illuminates what should be obvious: inclusion is not a place, but a feeling. It takes conscious and considered effort, a strong value base and ethical practice.

Some parents in the review use the language of war to describe their experiences when trying to fulfil the most basic of parenting responsibilities. The parent-professional relationship is one of the most important - it relies on mutual respect and has to always hold the child at the centre. The fact that, all too often, it has descended into conflict and division is a serious cultural issue that needs to be urgently addressed. This is also true of those at local authority level who implement policy and legislation.

It is not unreasonable for parents to expect that those charged with ensuring that we get it right for every child do so in a way that does not vilify, demoralise and lead to parents seeking redress through the legal system. Particularly when that route brings its own exclusion in terms of affordability and the ability to advocate at that level for your child. So, it would seem, it is time for a truce. The recommendations in this review will go some way to addressing the significant issues it has identified, but the key measure of success will be the actions of people - a shift in hearts and minds on a substantial scale.

The review focuses on a range of additional support needs. As a professional concerned with the needs and rights of autistic people and their families, I have been deeply concerned to see the erosion of specialism across our education, health and social care sectors. The recognition of the need to retain specialist knowledge within our education system is especially welcome. 

The presumption of mainstreaming, meanwhile, is an excellent policy. However, inclusion has become inextricably linked with being in a mainstream setting; in reality, you are not included just because someone says you are. The crippling anxiety and distress articulated by many autistic pupils and those with other additional support needs must be recognised, understood and addressed.

The importance of relationships, of trust and respect, are highlighted in the review. It is vital that the expectation to teach all learners is embedded into the value base of all professionals - and that systemic support enables this to become a reality for all Scotland’s children.

Charlene Tait is deputy CEO of Scottish Autism